Assessment and Reporting

The school’s philosophy on assessment

Assessment is viewed as an integral part of effective planning, teaching and learning and is central to effectively guiding students in:

• understanding concepts
• acquisition of knowledge
• mastery of skills
• taking responsible action.

 Purpose 

• The purpose of assessment is to inform learning and teaching.
• It involves the gathering and analysis of information about student learning to inform teaching practice.
• It identifies what students know, understand and can do at different stages in the learning process.

Effective assessment that achieves this purpose provides valuable information to understand what constitutes learning and how to support it, and is meaningful to all members of the learning community. Students become effective, self-regulated learners when they are actively engaged in assessment and act on constructive feedback. This helps them reflect on their progress, set goals for their learning and engages them in making decisions about what they need to do to achieve these goals. Teachers become more effective when they continually learn about what students know and can do. They reflect on their practice, adjust their teaching based on data, and offer timely, specific and well-considered feedback to better support learning.

The four dimensions of assessment

• Monitoring learning
• documenting learning
• measuring learning
• reporting on learning

Characteristics of effective assessment (IB document – teaching and learning)

• Authentic
• Clear and specific
• Varied
• Developmental
• Collaborative
• Interactive
• Feedback to feed forward

Reporting Timeline at JKS

Preprimary (Nursery, Pre-Kindergarten, Kindergarten)

Primary (Grades 1- 5)